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Publication Manual of the AmericanPsychological Association(APA) 6th EditionWriting Style WorkshopPresentedby:Tomás RiveraCenter

Why should I learn APA style? Provides reader with a consistent format Allows reader to focus on content Consistency is easier for the writer tofollow the rules Graduate school prep Used in the field for publication

Citation Style ComparisonsAPAMLAChicagoPurposeFocuses on currentresearch &researcherFocuses on author &pinpoint citationsFor publishing; mostoften in booksSubject areasEducation,Communication,PsychologyLanguages, LiteratureHistory, Business,Computer ScienceHeaderRunning head withtitle & page numberLast name, with pagenumberRunning head withlast nameDistinguishing factorYear of publication isvery important (within10 years isconsidered current)Page numbers for allused material- quotesor paraphrasesFootnotesBlock quotesBlock quote for 40 ormore wordsBlock quote for morethan four typed linesBlock quote for 100 ormore wordsPositivesResearch based,simplified numbersStreamlined; familiarFootnotes allow textto be unencumberedby citationsReference page titleReferencesWorks CitedBibliography

What we will cover today Changes in the 6th EditionGeneral Manuscript InstructionsCommon grammar/punctuation mistakesReferences IN textQuotations in textReference ListBias in languageHelpful tools for writing

Overall Changes More tech savvy Book is reorganized for better use, frompublication basics & ethics, to structure &content, to writing style & rules, thengraphics, then working with the publisher. Focus has been broadened to includereaders in the social and behavioralsciences.

Plagiarism & Self-Plagiarism (p. 15) Each time you paraphrase or quoteanother author you must credit the sourcein the text.– In APA there is no such thing as―bookending‖ your paragraph with a citationat the beginning and end. Each sentencethat is paraphrased must have a citation. Self-plagiarism is reusing your own workby passing it off as new scholarship. Youmust cite yourself if you do this.

Major Manuscript Changes in the 6th Edition Page header now includes Running head(p. 230) Electronic journal references includesDOI (digital object identifier) (p. 198) Heading levels changed, including usingboldface type for many (p. 62) Two spaces after a period at the end of asentence (p. 88)

Tabbing the Manual ChangesAppendixSample PaperHeadingsTables & FiguresQuotingReference in TextReference listChecklistp. 4p. 38p. 41p. 62p. 127p. 170p. 174p. 193p. 241

General Instructions for Preparing aPaper Manuscript (Section 8.03, p. 228) Typeface 12pt Times New RomanDouble spacedMargins are 1 inch on all sidesPage numbers in upper right-hand corner,starting on title page Two spaces at the end of a sentencerecommended. Remember, title of paper is repeated on firstline of text (page two, generally)

Header changes The header now includes the Runninghead: IN UPPER CASE (max of 50characters, including spaces)Running head: INDIVIDUAL DIFFERENCES IN BIMODAL PROCESSES1 But on subsequent pages the words―Running head‖ are not there.INDIVIDUAL DIFFERENCES IN BIMODAL PROCESSES In Word 2007, once you are in header,use ―different first page‖ tool to createthis.2

General Instructions, cont. Title Page– Title– Name– Institutional Affiliation Running Head– (less than 50 characters, including spaces)– Fully justified as a header with page number

Running head: INDIVIDUAL DIFFERENCES IN BIMODAL PROCESSESIndividual Differences inBimodal Processing and Text RecallBruce R. Dunn and Maria L. GarciaUniversity of Texas at San Antonio1

Headings (p. 62) Thereare five levels of headings whichfollow a top-down progression.Centered, Boldface, and Upper and Lowercase HeadingFlush Left, Boldface, and Upper and Lowercase HeadingIndented, boldface, lowercase heading ending with a period.Indented, bold face, italicized, lowercase heading ending with a period.Indented, italicized, lowercase heading ending with a period.

First Common grammar mistakes in APApapers

Commas (p. 88) Use in series of three or more items– The height, width, or depth Use to set off nonessential clauses– Switch A, which was on a panel DO NOT USE before an essential clause– The switch that stops the recording devicealso controls the light.

Semicolon (p. 89) Use to separate two independent clauses that are notjoined by a conjunction– The participants in the first study were paid; those in thesecond study were unpaid. Use to separate elements in a series that alreadycontain commas– The color order was red, yellow, blue; blue, yellow, red; oryellow, red, blue.

Colon (p. 90) Use between a complete introductory clause and a finalphrase. (If the clause following the colon is a completesentence, it begins with a capital letter.)– Freud (1930/1961) wrote of two urges: an urge toward unionwith others and DO NOT USE after an introduction that is not acomplete sentence.– The formula is r e a. (correct)– The formula is: r e a. (incorrect)

Dash (p. 90) Use to indicate a sudden interruption inthe continuity of a sentence– These two participants—one from the firstgroup, one from the second—were testedseparately. However, overuse weakens the flow ofmaterial.

Quotation Marks (p. 91) Use to introduce a word or phrase used as an ironiccomment or coined expression only the first time it isused.– Considered ―normal‖ behavior This is an ironic use of ―normal‖, therefore it is put in quotationmarks.– The ―good-outcome‖ variable This is a term coined by the student writer, therefore it is put inquotation marks. To set off the title of an article or chapter in a bookwhen used in text (NOT in the reference list).

Quotation Marks, cont. DO NOT USE to cite a letter, word,phrase, or sentence as a linguisticexample. (Instead, italicize them.)– He clarified the difference between fartherand further. DO NOT USE to introduce a technical orkey term. (Instead, italicize them.)– The term zero-base budgeting appeared

Parentheses (p. 93) Use to introduce an abbreviation– Effect on the galvanic skin response(GSR) Use to set off structurally independentelements.– The patterns were significant (see Figure5). To enclose statistical values– Was significant (p .05)

Parentheses, cont. DO NOT USE to enclose material withinother parentheses; use brackets.– (the Beck Depression Inventory [BDI]) DO NOT USE back to back.

Brackets (p. 94) Use to enclose parenthetical material that is alreadywithin parentheses To enclose material inserted in a quotation by someperson other than the original writer– ―when [his own and others‘] behaviors were studied‖ (Hanisch,1992, p. 24) DO NOT USE to set off statistics that already includeparentheses.

Slash (p. 95) Use to clarify a relationship in which a hyphenatedcompound is used– Hits/false-alarm comparisons DO NOT USE when a phrase would be clearer– Mother or guardian (rather than mother/guardian) DO NOT USE for simple comparisons– Test-retest reliability (rather than test/retest)

Capitalization (p. 101) Capitalize major words in titles and headings withinbody of paper (not in references). Capitalize the first word after a colon or dash in a title. Capitalize proper nouns and trade names. DO NOT CAPITALIZE names of laws, theories, models,or hypotheses. (But retain capitalization of personalnames.)– We saw significant evidence of Rogerian theory or personcentered theory in the

Capitalization, cont. Capitalize nouns followed by numerals or letters thatdenote a specific place in a numbered series (unless itis a common part of a book or table.)– On Day 2 of Experiment 4– chapter 4 DO NOT CAPITALIZE nouns that precede a variable.– trial n (variable); Trial 3 (number)

Capitalization, cont. Capitalize exact, complete titles of tests DO NOT CAPITALIZE names ofconditions or groups in an experiment– experimental and control groups Capitalize names of derived factors withina factor analysis– Mealtime Behavior (Factor 4)

Italics (p. 104) Use for titles of books, periodicals, andmicrofilm publications Use to introduce a new, technical, or keyterm or label (only the first time) Use for letters, words, or phrases cited asa linguistic example– Words such as big and little

Italics, cont. (p. 107) Use for words that could be misread– The small group [meaning a designation, nota group size] Use for letters used as statistical symbols– t test Use for anchors of a scale– Ranged from 1 (poor) to 5 (excellent)

Abbreviations (p. 106) Use sparingly Use standard Latin abbreviations only inparenthetical material (e.g., i.e., vs., etc.)and outside use (for example, that is,versus, and so forth) (pg. 108)

Seriation (Lists) p. 63 Within a paragraph or sentence, identify elements ina series by lowercase letters in parentheses.– The participant‘s three choices were (a) working withanother participant, (b) working with a team, and (c) workingalone. Separate paragraphs in a series are identified by anArabic numeral followed by a period.1. Individuals who 2. Depressed persons exposed to – You can use bullets for this, if you feel it gives an ordinalweight to the first item, but the manual explains that onceyou turn it into a journal they will most likely change thisback for publication purposes- so might as well stick to theold way.

Numbers (p. 111) Use figures/numerals to express:– All numbers 10 and above– All numbers below 10 that are grouped for comparison withnumbers 10 and above (i.e. 2, 6, and 15-- not two, six, and 15) This is now optional in the 6th Edition.– Numbers that immediately precede a unit of measurement (i.e. 3lbs.-- not three lbs.)– Numbers that denote a specific place in a numbered series(Trials 1, 2, and 3– not Trial one)– Numbers that represent statistical or mathematical functions(more than 5% of the sample– not five percent of the sample)– Numbers that represent time, dates, ages, etc.

Numbers, cont. Use words to express:– Numbers below 10– Any number that begins a sentence or title(i.e. Three blind mice were all talking )– Common fractions (i.e. one-fourth, one-third)– Universally accepted usage (the TenCommandments)

Numbers, cont. Use a combination of figures and wordsto express:– Rounded large numbers (starting withmillions) 3 million people (not three million people)– Back-to-back modifiers Twenty 6-year-olds (not 20 6-year olds)

Numbers, cont. Use a zero before decimal point when numbers are lessthan 1– 0.23 cm, 0.48 s DO NOT USE a zero before a decimal fraction whenthe number cannot be greater than one (e.g.correlations, proportions, and levels of statisticalsignificance)– r(24) -.43, p .05

Next up Reference citations IN text

Reference Citations in Text One Author:– Smith (2002) found – (Smith, 2002). Two Authors:– Smith and Jones (2003) found – (Smith & Jones, 2003).

Reference Citations in Text, cont. Three, Four, or Five Authors:– 1st time: Smith, Jones, and Black (2001) found – After the 1st time: Smith et al. (2001) found – After 2nd time, but inside the sameparagraph: Smith et al. found

Reference Citations in Text, cont. Six or More Authors:– Smith et al. (2002) found Groups as Authors:– 1st Citation: (American Psychological Association [APA],2000).– Subsequent Citations: (APA, 2000).

Reference Citations in Text, cont. Anonymous or No Author– Use first few words of reference list entry(usually title): (―Study Finds,‖ 1995) (TEA, 2007) Authors with Same Surname– Include initials S. T. Smith (2000) and J. D. Smith (1999)

Reference Citations in Text, cont. Two of more works within the sameparentheses– In order alphabetically, as they would appearin references, separated by semi-colons (Jones, 2003; Thomas, 2010)– If by same author, then by date (Jones, 2003, 2007)

Third topic How to do Quotations in text